2011 Mighty Kids Media. All Rights Reserved.

©2011 Mighty Kids Media. All Rights Reserved.
Using
these
Materials
This curriculum is divided into three lesson plans- or activities- for grade level PreK through K.
Additional lesson plans are available for Grades 1 through 2, and Grade 3. All activities suggest
tie-ins with the corresponding Danger Rangers DVD, storybook, and activity book, which were
developed in association with Safe Kids Worldwide. Safe Kids Worldwide (www.safekids.org)
is a global network of organizations whose mission is to prevent accidental childhood injury.
The activities also include take-home components, so that children can involve their families in
enforcing the important safety messages they’ve learned.
The activities can stand alone or be taught in conjunction with other activities. Each activity begins
with a set of Learning Objectives and then identifies the student Learning Styles with which the
activity corresponds. Reviewing these descriptions will allow you to quickly decide which activity is a
good fit for your students. Lessons can be taught as written or can be divided into shorter segments to
accommodate your classroom agenda. Furthermore, lessons can be incorporated across multiple
content areas including health, reading, writing, language arts, math, science, character education
and social studies.
Once you have decided on an activity, the Time Required and Materials Needed sections will
help you prepare for the activity. A list of Important Terms is also provided to facilitate class
discussion.
Activity Steps and Suggestions offer clear instructions for implementing the activity and
enhancing the educational experience that children receive from watching the Danger Rangers
television series. Suggested Assessments are designed to measure achievement of the learning
objectives and can be modified to fit individual needs.
Extensions & Modifications at the end of each activity enable you to adjust the lesson as needed
with regard to timeframe and/or ability level.
Although this guide is copyrighted, you may make photocopies of the activities within this guide as
necessary to meet the needs of your students.
Additional resources
At the back of this guide is a vocabulary list for PreK through K. It includes terms found within the
activities themselves and within the corresponding Danger Rangers DVD, storybook, and activity book.
A supplemental handout is included in this section which reinforces the safety tips emphasized
throughout this curriculum, and provides another avenue for students to share important safety
messages with those at home. These rules are essential to water safety and important for children to
understand, even when they are not referenced directly in the activities. These safety tips can also be
found in the back of the Danger Rangers’ “Cool by the Pool” storybook.
In addition, we encourage you and your students to visit the Danger Rangers website
(http://www.DangerRangers.com) for a variety of interactive games, downloadable learning tools,
and further information about the Danger Rangers brand and the Danger Rangers series.
Introduction to
n
A
Water S
afety
Following are 10 important Rules of the Pool, which can also be found at the back of the Danger
Rangers’ “Cool by the Pool” storybook. Many of these rules are enforced in the activities contained
within this guide. The rules are essential to water safety and are important for children to understand,
even when they are not referenced directly in the activities.
Feel free to use these rules to further complement the activities within this guide or to continue your
students’ education related to the topic of wheels safety.
Rules of the Pool
1. Never swim if there isn’t a lifeguard or an adult watching.
2. Always swim in the designated swimming areas.
3. Never swim alone. Always buddy up with a water buddy.
4. Only dive in the deep end of the pool and only after you have made sure diving is allowed.
5. Look before you leap, especially when you’re diving into a pool.
6. Swimmers should stay away from the diving area when someone is diving.
7. Never run near a pool – you could slip and fall.
8. On a hot day, be sure to drink plenty of liquids to keep your body cool.
9. Always wear sunscreen when you are out in the sun.
10. Be alert when barefoot. Better yet, wear beach shoes or sandals.
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Learning Objectives:
Students will:
• Draw conclusions about objects that sink or float.
• Make connections between the behaviors of these
objects and personal water safety.
Learning Styles:
Visual, auditory, kinesthetic
Time Required:
1 class period
Materials Needed:
• “Water Works” DVD
• Chart paper
• Container full of water
• Various objects that will float or sink (e.g., a rock, a ping-pong ball, Styrofoam, a toothpick,
a paper clip, an eraser, a plastic fork, bathtub toys, a sponge)
• “Sink or Float?” student activity sheet
Important Terms:
float, sink, floatation device, experiment, predict
Activity Steps and Suggestions:
1. Write the words “sink” and “float” on the chalkboard or on chart paper. Ask students to define
each word, and then give examples of items that either sink or float in water.
2. After students watch the “Water Works” DVD, ask them to recall parts of the story when people
used items in the pool, lake, or water park to help them float. They may recall characters using life
vests, safety rings, and other floatation devices.
3. Have students give examples of things they have used or worn in water to help them stay afloat. In
addition to what they saw in the video, they may also remember using “floaties,” noodles, and rafts.
Ask students why or how they think these objects helped them float.
4. Tell students that, in this activity, they are going to test several different objects to see whether they
float or sink in water. Show the students various objects and ask them to name objects that they think
might sink in water, and why. Then ask them to name objects that they think might float in water, and
why.
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5. Distribute the “Sink or Float?” student activity sheet. (Note: The “objects” column is left blank in the
reproducible. You may want to fill in the names of objects before making copies, or you may want
students to complete this column during the experiment.) Review the directions at the top of the activity
sheet with students.
6. Place a large tub of water in the front of the room and hold up each object that will be tested. Have
students complete the first two columns on the activity sheet, listing the objects and recording their
predictions by circling the word that describes what they think will happen with each.
7. Have students gather around the tub. Hold up the first object and poll students about their predictions. Place the object in the tub of water and observe what happens.
8. Have students record the first try results in column three by circling “sink” or “float.” Then place the
first object in water again and have students record the second try results in column four. Continue this
process with the remaining objects.
9. Separate the objects into two piles: those that sunk and those that floated.
10. Discuss the results. Ask students:
a. How many of their predictions were correct?
b. Did all of the objects “behave” the same way each time they were placed in water?
c. Describe the objects in the “sink” pile. What do they have in common, if anything?
d. Describe the objects in the “float” pile. What do they have in common, if anything?
e. Given what they observed, what other objects might sink or float?
Note: Students might draw a natural conclusion that heavy objects sink and light objects float. While
that is sometimes correct, an object’s shape and what it’s made of are also determining factors.
11. Ask students what would happen if they were in water that was deeper than they were tall. Would
they sink or float? What types of things could they use to help them float? How could these things help
them stay safe in the water?
12. Ask students to complete the bottom of the worksheet by writing one sentence about an object that
could help them float in water and why.
Suggested Assessment:
As a follow-up, ask students to talk about the float and sink activity. Show them the different items and
ask them to recall which items were able to float in the water. Have the students draw conclusions
about objects that sink or float. Note whether they can make connections between the sinking and
floating items in the activity and wearing safety items such as a life vest or a safety ring.
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Extensions and Modifications:
• Students could extend the lesson by making posters about floatation devices and water
safety to be distributed to local pools.
• Students could add a rule about floatation devices to the list of “Rules of the Pool” at the
end of the “Cool by the Pool” storybook or activity book.
• Students could repeat the activity with those at home, having their family members make
their own predictions about sinking and floating objects.
• Older or more advanced students could explore what happens with more or less water,
what happens when the shape of objects changes, or which objects sink faster than others.
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Sheet
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Name: _______________________________________________
Can you guess which objects sink in water and which ones float? In the first column, write the list of
objects. In the second column, guess whether each one will sink or float by circling your guess. Put the
object in a tub of water. Then circle “float” or “sink” to say what happens. Repeat and complete the
last column.
1. Object
2. My Guess
3. First Try
4. Second Try
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
Float
Float
Float
Sink
Sink
Sink
___________________________ is something that could help me float in water.
It can help me because ________________________________________________________
____________________________________________________________________.
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Learning Objectives:
Students will:
• List the job responsibilities of a lifeguard.
• Describe the important role that lifeguards play
in our community.
Learning Styles:
Visual, auditory
Time Required:
2 class periods
Activity Preparation:
For this activity, you should pre-arrange a classroom visit from a local lifeguard. The local YMCA or
swim club would be great resources. Ask the visiting lifeguard to wear his/her uniform and bring a
First Aid kit for the visit.
Materials Needed:
• “Cool by the Pool” storybook
• Chart paper
• “Lifeguard Interview” student activity sheet
• Paper and pencils
Important Terms:
lifeguard, safety, interview, community
Activity Steps and Suggestions:
1. Read aloud and have students view the illustrations on pages 28 and 29 of the “Cool by the Pool”
storybook. Have students make observations from the picture about how Annie’s father, the lifeguard,
is keeping everyone safe at the lake. They might observe that he is standing right by the water, his
eyes are wide open so he can watch the children swim, and he is ready with a whistle to alert anyone
who may not be safe. Have them also review the water safety rules listed on these pages. They include
making sure the lifeguard can see them at all times, swimming with a friend, and never swimming
unless an adult or lifeguard is watching.
2. Write the word “lifeguard” on the chalkboard or on chart paper. Ask students to read the word and
break it down into two smaller words, “life” and “guard.” How do these two smaller words help
describe what a lifeguard does for us? Have students contribute what they know about a lifeguard’s
job and how lifeguards “guard” our “lives.” Record student answers on the chalkboard or chart
paper.
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3. Then tell students that they will get the opportunity to ask a real lifeguard questions about his or
her job. Review the list of things that students said they already know about lifeguards. Then ask
students to raise their hands if they can think of something they’d like to learn about a lifeguard or if
there’s something about which they are curious.
4. One by one, have students share a question that they would like to ask a lifeguard. List or have
students list each question on the chart paper. You may need to prompt students with categories
such as training, at what age they started swimming, how they would save someone, if they have
ever had to save someone, what they like and dislike about their job, what they consider the most
important water safety rules, etc.
5. Distribute the “Lifeguard Interview” activity sheet to students. Have them write their own question
at the top of the sheet.
6. Before the day of the interview, have students practice reading their questions aloud. Tell students
that an interview is really just a conversation with someone where a person asks questions, listens
closely for the answers, and takes notes or writes down important information about what he or she
hears.
7. On the day of the interview, have students take turns asking their questions to the real lifeguard.
(You may want to predetermine an order for asking the questions.)
8. Have each student record the answer to his or her question on the activity sheet.
9. Once the interview is over, have students read their question and answer aloud to the other
students.
10. Finally, have students write individual thank you letters to the lifeguard they interviewed. The
thank you letter should show their gratitude for the interview as well as for keeping the community
safe. It should also include at least two things that the student has learned about how a lifeguard
keeps the community safe.
Suggested Assessment:
A few days after the lifeguard interview (or before summer break), ask students to recall what they
learned from the lifeguard about his or her job, and have them describe the importance of a
lifeguard’s job.
Extensions & Modifications:
• Students can learn more about lifeguards from watching the “Water Works” DVD or
coloring pictures of lifeguards in the “Cool by the Pool” activity book.
• Students can extend the lesson by combining their questions and answers into a book about
lifeguards. Students can take turns reading the book to those at home, and/or the book can
be read by the media specialist to all classes just before summer break or during a
special Water Safety Week.
rd Inter view”
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nt Activity heet
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Name: _______________________________________________
My question is:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________?
The lifeguard's answer is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
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Learning Objectives:
Students will:
• Recite water safety rules from the song,
“Everybody Be Water Safe.”
• Describe why water safety rules are important.
Learning Styles:
Visual, auditory, kinesthetic
Time Required:
1 class period
Materials Needed:
• “Everybody Be Water Safe” lyrics
• “Water Works” DVD
• Chart paper
• Blank index cards
• Bowl, bag, hat, or other object that can hold cards
• Sand timer or stopwatch
Important Terms:
lyrics, lifeguard, life vest, roughhouse, safe
Activity Steps and Suggestions:
1. Distribute the “Everybody Be Water Safe” lyrics to students. Have them follow along with the
written lyrics as they watch the Danger Rangers’ “Everybody Be Water Safe” music video from the
“Water Works” DVD.
2. Every time the Danger Rangers sing about a new safety rule, have students raise their hands and
circle the rule on the lyrics sheet.
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3. Have students take turns reading different rules they have circled and create one list on chart paper
of all the rules. As each rule is written, have students give reasons why the rule is so important. Rules
should include:
a. Don’t run near water.
b. Wear a life vest in deep water.
c. Don’t swim too far out.
d. Don’t swim near rocks.
e. Listen to the lifeguard.
f. Make sure an adult is watching you.
g. Don’t push or shove near water.
h. Make sure the water is deep enough if jumping or diving in.
i. Know how to swim.
j. Don’t roughhouse.
k. Make sure safety equipment is in order.
l. Don’t swim if tired.
m. Look at who’s around if you jump or dive in water.
4. Distribute index cards and assign each student one rule to write on his or her card. If there are not
enough cards for each student, a rule can be written more than once. Collect the cards, place them
in a bowl or bag, and mix them up.
5. One at a time, have students come to the front of the room and select a card. Tell them that they
have one minute (or the length of time in the sand timer) to act out the rule on the card, without talking,
so that others in the class can guess their rule. This time, as each rule is shared, have students share
what could happen if the rule is not followed.
Suggested Assessment:
Once all of the rules are acted out, have students sing “Everybody Be Water Safe,” acting out each
rule as it is sung. They should be evaluated on their ability to identify the water safety rules in the
song. Follow up the song with a discussion about the importance of water safety rules. Note whether
students are able to explain reasons for these rules as well as potential consequences if they are not
followed.
Extensions:
• Students can extend the lesson to those at home by sharing a list of
important water safety rules with all family members.
• Students can extend the lesson by identifying water safety rules in the
“Cool by the Pool” storybook and activity book.
• They can also extend the lesson by writing their own
Danger Rangers songs using three to five of the water
safety rules they have learned.
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Water, water everywhere,
To swim, and bathe, and drink,
Oceans, ponds, and rivers, lakes,
Your bathtub and your sink.
Water’s cool, let’s jump in the pool,
Come on everybody get wet!
But don’t horse around, because you could drown,
And that’s why we never forget,
When you’re swimming and a splashing…
Everybody be water safe,
Don’t run on the side of the pool,
You don’t swim the best? Wear a good life vest,
That’s the golden rule.
When you’re out with lots of friends,
And you all go to the beach,
Don’t go swimming way out far,
Where no one else can reach,
And when those waves come crashing down,
Don’t be near those rocks,
And don’t swim out far, where the motorboats are,
And when that lifeguard talks,
Listen up, he saying,
Everybody be water safe,
Swim with a buddy or two,
And before you go, make you sure you know,
That someone’s watching you,
Everybody be water safe,
Don’t dunk, don’t push, don’t shove,
Keep it fun, for everyone.
Cause safety is the thing that we love.
You’re at the lake, you’re about to take,
A great big flying leap,
Before you dive head first off a great big rock,
Make sure the water’s deep,
Protect life and limb, learn to swim,
And recall this song today,
When you play in pools, you have to know the rules,
And if a problem starts, you say
All together now,
Everybody be water safe,
When you get in the pool,
We want mom, dad, son and daughter safe,
That’s the golden rule.
NOTE: There are slight grammatical differences between these written lyrics and the recorded
song. Mighty Kids Media strives to find a balance between material that is both entertaining and
educational. Since this song will be used within the classroom, the written lyrics include slight
grammatical changes to facilitate use in an educational environment.
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Learning Objectives:
Students will:
• Identify items that can help them stay sun-safe or
water-safe.
• Draw a picture of a Danger Ranger Ready bag,
filled with water-safety and sun-safety items.
Learning Styles:
Visual, auditory, kinesthetic
Time Required:
1 class period
Materials Needed:
• “Water Works” DVD
• Chart paper
• “A Trip to the Pool” reproducible
• “Danger Ranger Ready Bag” student activity sheet
Important Terms:
sunscreen, sun safe, sunburn
Activity Steps and Suggestions:
1. After watching the “Water Works” DVD, have a discussion with students about the different rules
the Danger Rangers shared for staying water-safe. These rules can be shared verbally or you can
create a list on chart paper.
2. Then remind students that, in addition to staying water-safe, it’s also very important to stay sunsafe. Ask students what they think it means to be “sun-safe.” Have students ever been sunburned?
What did that feel like? What rules would the Danger Rangers want them to follow to help them
stay sun-safe? Rules might include wearing and reapplying sunscreen, wearing sunglasses or a hat,
staying out of the hot sun during peak hours, drinking plenty of fluids to help stay cool, or going
under an umbrella if one is available.
3. Read aloud the “A Trip to the Pool” reproducible, which gives students a short scenario about
packing a bag for a trip to the pool. Once you have read the scenario to students, have them
contribute ideas for what they would like to pack in their Danger Ranger Ready bag. List items on
the chalkboard or on chart paper. They should include water- and sun-safety items such as a raft,
floaties, life vest, sunglasses, sunscreen, hat, umbrella, water bottle, water shoes, etc.
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4. Once the list is complete, have students form a circle in the middle of the room. Tell students that
they are going to play a game. Write the following statement on the chalkboard or chart paper: “I am
going on a trip to the pool and inside my Danger Ranger Ready bag is ____________________.”
5. The first student will say and complete the sentence on the board with a water- or sun-safety item
that he or she would like to pack. For example, the first student could say, “I am going on a trip to the
pool and inside my Danger Ranger Ready bag is sunscreen.”
6. The second student in the circle must then repeat the sentence, including the items that are already
in the bag, and then add one new item. For example, the second student could say, “I am going on
a trip to the pool and inside my Danger Ranger Ready Bag is sunscreen and a hat.”
7. One at a time, students continue repeating the sentence, saying all items in the bag, in order, and
adding a new item each time. If students forget an item or can not think of an original item, they are
eliminated. Play continues until there is one winner, or until students can no longer think of items to
pack!
Suggested Assessment:
Distribute the “Danger Ranger Ready Bag” student activity sheet and have students draw pictures of
the items they would pack in their bag for a trip to the pool. They should be able to recall items that
will keep them sun-safe and water-safe. Hang the completed bags on a Danger Rangers bulletin board
to show other students how to stay Danger Ranger Ready.
Extensions:
• Students can share with parents what they learned about important water- and sun-safety
rules. Together they can brainstorm different ways that students can be helpful in keeping their
family safe.
• Students can look for additional items for their Danger Ranger Ready bag in the
“Cool by the Pool” storybook or activity book.
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It is a hot, sunny Saturday in June. You wake up early. Your Mom has promised you that she will take you and your best friend to the pool. Today is the
first day the pool is open! You are so excited!
You brush your teeth and head downstairs. Your Mom has a thermometer in
her mouth. She says that she feels really sick.
You call your best friend. She says that her Dad will take you both to the
pool. Her Dad will pick you up in one hour. You are really happy.
You feel sad that your Mom is sick. You want to help her. You offer to pack
your own pool bag. Your Mom smiles. She asks you to pack everything you
will need to help you stay safe in the water and sun.
What will you pack?
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Activit
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Name: _______________________________________________
Below is a picture of the Danger Ranger Ready bag that you will take on your next trip to the pool,
beach, or lake. Inside the bag, draw pictures of the items you will pack to help you stay water safe
and sun safe!
Danger Ranger Ready Bag
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Learning Objectives:
Students will:
• Describe the importance of using sunscreen.
• Identify important information on bottles of sunscreen.
Learning Styles:
Visual, auditory, kinesthetic
Time Required:
1 class period
Materials Needed:
• Several different bottles of sunscreen (You may want to ask each
student to bring in a bottle.)
• “Water Works” DVD
• Chart paper
• “Check out your Sunscreen” student activity sheet
Important Terms:
expire, protection, sunscreen, SPF, UVA, UVB, waterproof, water resistant
Activity Steps and Suggestions:
1. Ask students to raise their hand if they like to be out in the sun. Have them share what they like
about it and what activities they typically do when it is sunny.
2. Explain to students that, although the sun is good for us and our earth in many ways, it has
harmful rays that can burn us or make us sick if we do not practice sun safety rules. Ask students to
list all of the sun safety rules that they know. They likely will know about putting on sunscreen, but
you may also want to discuss staying out of the midday sun; using sunscreen on both sunny and
cloudy days; and covering up with shade, a hat, or sunglasses.
3. Review with students the information about sunscreen in the “Cool by the Pool” storybook. They
may want to refer to pages 19 and 47.
4. Ask students if and when they use sunscreen. Do they only use it on sunny days? What about
cloudy days? How much do they usually use? How often do they usually put it on? Does everyone
in their family use it? Do they think that all sunscreens are the same? Do they know what makes a
sunscreen good?
5. Have students take out the bottle or tube of sunscreen that they brought from home, or distribute
bottles of sunscreen to students.
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6. Put students into groups of two or three. Have students describe their bottles of sunscreen to their
group. What is the same about their bottles of sunscreen? What is different?
7. Distribute the “Check out your Sunscreen” student activity sheet to students. Review each term in the
first column and the definition of each in the second column. Note: The terms SPF and UV may be a
bit advanced for younger students. This worksheet is meant to expose students to these important terms
so that they look for them on bottles of sunscreen, rather than to teach them the science behind SPF
and UV.
8. Have students begin with the term SPF. Have them look for the SPF factor on their bottle of
sunscreen. If they have at least an SPF 15, instruct them to write “yes” in the “Answer” column. If not,
write “no.”
9. Have them look to see if their sunscreen is waterproof or water resistant. If it is, write “yes.” If not,
write “no.”
10. Then have them look to see if there is an expiration date on their bottle. Sunscreen typically lasts
about 2-3 years. If their sunscreen is current, instruct them to write “yes” in the “Answer” column. If
not, write “no.”
11. Finally, have them look to see if the sunscreen protects against both UVA rays and UVB rays. Write
“yes” or “no.”
12. Have students raise their hands if they answered “yes” to all four questions in the chart. Then have
students answer the questions at the bottom of the worksheet. Discuss student answers.
13. Finally, have students complete the sentence to their parents or caregivers about what to remember when buying sunscreen for the family. Instruct them to bring this activity sheet home and share it
with their families.
Suggested Assessment:
A few days after completing this activity, lead an informal discussion with students about what they
learned. Students should be able to remember the different features to look for in a bottle of sunscreen
and to describe why it is important to wear sunscreen.
Extensions:
• The lesson can be extended by having students write a letter to their parents or caregivers,
explaining the importance of using sunscreen and listing at least two of the important facts
they learned about sunscreen from the activity.
• Students can learn more about sunscreen safety by watching the “Water Works” DVD
and using the “Cool by the Pool” activity book.
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hec
C
“
o
reen”
Stude
n
t Activity
Sheet
Name: _______________________________________________
Term
SPF
(Sun
Protection
Factor)
Waterproof
or Water
Resistant
Expiration
Date
UVA/UVB
What it Means
Shows how much your
sunscreen protects you
from the sun. The higher
the number, the better.
Question to Ask
Answer
Is my sunscreen SPF15 or
higher?
Means that your sunscreen Is my sunscreen
does not come off in the
waterproof or water
water.
resistant?
The date that the
sunscreen no longer
works well.
Does my sunscreen have
a current date?
UV is a sun ray that can
hurt your skin. UVA rays
can give you wrinkles.
UVB rays can burn your
skin.
Does my sunscreen protect
me against both UVA and
UVB rays?
More questions to ask …
Yes
No
• Do you wear sunscreen on sunny days?
• Do you wear sunscreen on cloudy days?
• Do you put sunscreen on every two hours?
Dear _______________________________________________, (fill in the name of a family member)
Sunscreen is important to keep us safe. When you buy sunscreen, please remember to:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________.
Safety Vocabu
r
e
t
lar y G
a
rades 1-2
W
deep
dive
drink
float
lifeguard
life preserver
life vest
rays
safety
safety ring
sink
SPF
sunburn
sunscreen
UVA
UVB
TM
Did you know...
Most drownings
occur between
the months of
May and August.
1. Always swim with a buddy
and only when an adult you
know is watching you.
2. Swim only in designated
swimming areas.
3. Walk carefully around a pool.
4. Stay away from the diving area.
5. Put up long hair when swimming.
6. Always wear sunscreen.
Sully: Leader & Spokes-Sea Lion
Teacher’s Name
©2011 Mighty Kids Media. All Rights Reserved
is Water Safety Skilled!
Student’s Name